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@ -576,7 +576,7 @@ HEB 5 14 k2j1 figs-exmetaphor τελείων…ἐστιν ἡ στερεὰ τ
HEB 5 14 e3yh figs-idiom διὰ τὴν ἕξιν 1 who because of their maturity have their understanding trained for distinguishing good from evil Here, the phrase **through habit** refers to how a person develops skills or abilities by repeating the same thing over and over again. If your readers would misunderstand **through habit**, you could use a word or phrase that refers to learning by repetition. Alternate translation: “by means of repetition” or “through consistent practice” (See: [[rc://en/ta/man/translate/figs-idiom]]) HEB 5 14 e3yh figs-idiom διὰ τὴν ἕξιν 1 who because of their maturity have their understanding trained for distinguishing good from evil Here, the phrase **through habit** refers to how a person develops skills or abilities by repeating the same thing over and over again. If your readers would misunderstand **through habit**, you could use a word or phrase that refers to learning by repetition. Alternate translation: “by means of repetition” or “through consistent practice” (See: [[rc://en/ta/man/translate/figs-idiom]])
HEB 5 14 hhzb figs-metaphor γεγυμνασμένα 1 Here, the word **trained** is often used for how athletes practice so that their bodies become stronger and better at their sport. If your readers would misunderstand how the author applies this language to **senses**, you could use a comparable idiom or express the idea nonfiguratively. Alternate translation: “educated” or “developed” (See: [[rc://en/ta/man/translate/figs-metaphor]]) HEB 5 14 hhzb figs-metaphor γεγυμνασμένα 1 Here, the word **trained** is often used for how athletes practice so that their bodies become stronger and better at their sport. If your readers would misunderstand how the author applies this language to **senses**, you could use a comparable idiom or express the idea nonfiguratively. Alternate translation: “educated” or “developed” (See: [[rc://en/ta/man/translate/figs-metaphor]])
HEB 5 14 mq0p translate-unknown τὰ αἰσθητήρια 1 Here, the word **senses** identifies all the ways in which people receive information about the world around them, including tasting, touching, and hearing. The author’s point here is that people can learn to tell between what is **good** and what is **evil** by using these **senses**. If your readers would misunderstand **senses**, you could use a word or phrase that refers to the part or parts of the person that experience the world around him or her. Alternate translation: “their faculties” or “themselves” (See: [[rc://en/ta/man/translate/translate-unknown]]) HEB 5 14 mq0p translate-unknown τὰ αἰσθητήρια 1 Here, the word **senses** identifies all the ways in which people receive information about the world around them, including tasting, touching, and hearing. The author’s point here is that people can learn to tell between what is **good** and what is **evil** by using these **senses**. If your readers would misunderstand **senses**, you could use a word or phrase that refers to the part or parts of the person that experience the world around him or her. Alternate translation: “their faculties” or “themselves” (See: [[rc://en/ta/man/translate/translate-unknown]])
HEB 6 intro nz5i 0 # Hebrews 6 General Notes\n\n## Structure and Formatting\n\n5. The Son as high priest (5:1–10:18)\n * Exhortation: Make sure to persevere! (5:11–6:12)\n * Exhortation: God’s promise is certain (6:13–20)\n\n## Special Concepts in this Chapter\n\n### The “foundational” teachings in [6:1–2](../06/01.md)\n\n\n### The promise to Abraham ([6:13–15](../06/13.md))\n\nIn the covenant that God made with Abraham, God promised to make Abraham’s descendants into a great nation. He also promised to protect Abraham’s descendants and to give them land of their own. (See: [[rc://en/tw/dict/bible/kt/covenant]])\n\n### “Swearing” and the “oath”\n\n### The heavenly sanctuary\n\n## Important Figures of Speech in this Chapter\n\n### The farming metaphor in [6:7–8](../06/07.md)\n\n### Hope as an anchor\n\n\n\n## Other Possible Translation Difficulties in this Chapter\n\n### Are those who “fall away” in [6:4–6](../06/04.md) truly believers?\n HEB 6 intro nz5i 0 # Hebrews 6 General Notes\n\n## Structure and Formatting\n\n5. The Son as high priest (5:1–10:18)\n * Exhortation: Make sure to persevere! (5:11–6:12)\n * Exhortation: God’s promise is certain (6:13–20)\n\n## Special Concepts in this Chapter\n\n### The “foundational” teachings in [6:1–2](../06/01.md)\n\n\n### The promise to Abraham ([6:13–15](../06/13.md))\n\nIn the covenant that God made with Abraham, God promised to make Abraham’s descendants into a great nation. He also promised to protect Abraham’s descendants and to give them land of their own. (See: [[rc://en/tw/dict/bible/kt/covenant]])\n\n### “Swearing” and the “oath”\n\n### The heavenly sanctuary\n\n## Important Figures of Speech in this Chapter\n\n### The farming metaphor in [6:7–8](../06/07.md)\n\n### Hope as an anchor\n\nIn [6:19](../06/19.md), the author compares “hope” to an “anchor.” An anchor is a heavy piece of metal attached to the end of a rope. The other end of the rope is tied to a boat, and in this way the anchor keeps the boat from moving around or drifting away. The author’s point is that hope functions like an anchor for believers: it keeps them focused on Jesus and what God has promised, and they do not “drift away” from what they believe (see the warning in [2:1](../02/01.md)). If your readers would not know what an “anchor” is, you could compare hope to some other thing in your culture that holds things in place. \n\n## Other Possible Translation Difficulties in this Chapter\n\n### Are those who “fall away” in [6:4–6](../06/04.md) truly believers?\n\nIn [6:4–5](../06/04.md), the author gives a list of things that a person can experience but then still “fall away” ([6:6](../06/06.md)). Scholars debate whether this list describes people who truly believe in Jesus and then stop believing, or if it describes people came close to believing in Jesus but then did not truly believe. Since the author focuses on how these people have experienced good things from God but then still reject Jesus, he does not clearly express whether these people are truly believers are not. If possible, focus your translation on what the people experience rather than on whether they have truly believed.
HEB 6 1 f1nk grammar-connect-logic-result διὸ 1 Connecting Statement: Here, the phrase **So then** introduces what the author wants his audience to do in response to the warning he gave in [5:11–14](../05/11.md). If your readers would misunderstand **So then**, you could use a word or phrase that introduces an application or inference. Alternate translation: “Because of that” (See: [[rc://en/ta/man/translate/grammar-connect-logic-result]]) HEB 6 1 f1nk grammar-connect-logic-result διὸ 1 Connecting Statement: Here, the phrase **So then** introduces what the author wants his audience to do in response to the warning he gave in [5:11–14](../05/11.md). If your readers would misunderstand **So then**, you could use a word or phrase that introduces an application or inference. Alternate translation: “Because of that” (See: [[rc://en/ta/man/translate/grammar-connect-logic-result]])
HEB 6 1 i4xr figs-metaphor ἀφέντες τὸν τῆς ἀρχῆς τοῦ Χριστοῦ λόγον, ἐπὶ τὴν τελειότητα φερώμεθα 1 let us leave the beginning of the message of Christ and move forward to maturity Here the author speaks as if the **beginning of the message of Christ** were the starting point for a journey and as if **maturity** were the destination. He speaks in this way to encourage his audience to focus more time and energy on the destination (**maturity**) than on where they started out (**the beginning of the message**). He does not want them to replace **the beginning of the message** with what is related to **maturity**. Rather, he is exhorting them about what to focus their time and energy on. If your readers would misunderstand this figure of speech, you could use a comparable metaphor or express the idea nonfiguratively. Alternate translation: “putting to the side the beginning of the message of Christ, let us take up maturity” or “focusing less on the beginning of the message of Christ, let us focus more on maturity” (See: [[rc://en/ta/man/translate/figs-metaphor]]) HEB 6 1 i4xr figs-metaphor ἀφέντες τὸν τῆς ἀρχῆς τοῦ Χριστοῦ λόγον, ἐπὶ τὴν τελειότητα φερώμεθα 1 let us leave the beginning of the message of Christ and move forward to maturity Here the author speaks as if the **beginning of the message of Christ** were the starting point for a journey and as if **maturity** were the destination. He speaks in this way to encourage his audience to focus more time and energy on the destination (**maturity**) than on where they started out (**the beginning of the message**). He does not want them to replace **the beginning of the message** with what is related to **maturity**. Rather, he is exhorting them about what to focus their time and energy on. If your readers would misunderstand this figure of speech, you could use a comparable metaphor or express the idea nonfiguratively. Alternate translation: “putting to the side the beginning of the message of Christ, let us take up maturity” or “focusing less on the beginning of the message of Christ, let us focus more on maturity” (See: [[rc://en/ta/man/translate/figs-metaphor]])
HEB 6 1 gsvd figs-abstractnouns τὸν τῆς ἀρχῆς…λόγον 1 If your language does not use an abstract noun for the idea behind **beginning**, you could express the idea by using an adjective such as “basic” or “elementary.” Alternate translation: “the elementary message” (See: [[rc://en/ta/man/translate/figs-abstractnouns]]) HEB 6 1 gsvd figs-abstractnouns τὸν τῆς ἀρχῆς…λόγον 1 If your language does not use an abstract noun for the idea behind **beginning**, you could express the idea by using an adjective such as “basic” or “elementary.” Alternate translation: “the elementary message” (See: [[rc://en/ta/man/translate/figs-abstractnouns]])

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